Art : Creative Practice Unit 2

Outcome 2: The collaborative Creative Practice

In this area of study students continue to develop their art practice as they explore collaborative practices to make and present artworks. Collaborative practice can include working with other students to create a collective artwork, working with practicing artists and outside specialists, or creating artworks that involve or collaborate with the audience through interaction and participation. Examples of different approaches to collaboration in art making practice are provided in the online Support materials.

Students explore ideas of personal interest related to culture. They continue to experiment with visual language to communicate their ideas using the Creative Practice. Ideas inspired by culture, such as the artists and artworks studied in Area of Study 1, may be used as starting points to experiment with techniques, materials, processes and art forms. Students use the Cultural Lens, and the other Interpretive Lenses as appropriate, throughout the Creative Practice.

Students resolve at least one finished artwork and consider presentation of their artwork and the context in which it will be viewed, including considering the relationships between the artwork, context, and viewer or audience.

On completion of this unit the student should be able to use the Creative Practice to explore social and cultural ideas or issues to make and present at least one finished artwork using collaborative approaches.

To achieve this outcome the student will draw on key knowledge and key skills outlined in Area of Study 2.

Key knowledge

· the use of the Creative Practice to explore social and cultural ideas or issues

· the use of the Creative Practice to make and present at least one finished artwork

· collaborative approaches in art practices from different periods of time and cultures

· the use of visual language to communicate ideas and issues of social and cultural interest in visual responses

· the use of the Cultural Lens, and the other Interpretive Lenses as appropriate, throughout the Creative Practice

· the use of traditional and contemporary materials, techniques and processes in art forms to communicate ideas and meaning

Key skills

· explore social and cultural ideas or issues using the Creative Practice

· make and present at least one finished artwork using the Creative Practice

· reflect on the collaborative practices of artists from different periods of time and cultures throughout the Creative Practice

· explore collaborative approaches to make and present artworks

· develop visual language to communicate ideas and issues of social and cultural interest in visual responses

· use the Cultural Lens, and the other Interpretive Lenses as appropriate, throughout the Creative Practice

· explore and experiment with traditional and contemporary materials, techniques and processes in art forms to communicate ideas and meaning

READ:

Ch 5.1 of the Textbook

https://docs.google.com/presentation/d/1IaH23_fnimIT7zC0fvEjjdT4hcslujSN1aWeWlMGciw/edit?usp=sharing

What we are actually going to do:

Use the Creative Practice to explore social and cultural ideas or issues to make and present at least one finished artwork using collaborative approaches.

Areas of Study 2 and 3 are concurrent as the critique and documentation support the Creative Practice and the production of the Body of Work.

In Unit 1, we learnt about how art can often be interpreted as a reflection of the artist's beliefs, feelings and experiences. The focus of Unit 2 is cultural rather than personal identity. Unit 2 focuses on the ways in which art and culture are intertwined. You will consider how the practice and artworks reflect the cultural environment of the artist, and we will further explore how artist work together in collaborative approaches. You will explore collaborative practices in art making and developing visual responses from your investigation.

You also learnt about the Artistic Process:

- Artist Statement

- Brainstorm

- Artistic Inspiration

- Research

- Artistic Trials

- application of Structural and Personal lenses

Throughout Unit 2, we will be working on a 'Mini Year 12' to cover the outcome and create a folio as well as 1 final artwork.

The process will include the above, and extend to include:

- Exploratory folio of artistic trials

- collaboration with others

- application of Cultural lens

- Artwork Production

- Final artwork presentation

- Critique & Evaluation

- Didactic Panel

We will explore a range of ways in which artists collaborate.

You will have free choice for your Big Idea or Concept for Unit 2, however you will be working collaboratively and should choose a medium that you feel you would like to specialise in.

You will, however need to discuss this with your teacher as you need to demonstrate "collaboration".

Concept Ideas

TATE Art Mediums

Was your topic too broad last time?

Collaboration with other artists:

https://drive.google.com/file/d/1TJSrY27PfVhdnckhECoiTHrdMLogrfQj/view?usp=drive_link

Source: Tate, P 2024

Teaching Resources:

ART 21 | https://art21.org/read/teaching-with-collaboration/

A first person POV Case Study for teaching collaborative art – unpacks the intentions of collaboration in relation to artmaking and learning and draws parallels to its individual and communal benefits as people age.

MAGMA | https://magma.com/

Collaborative Digital Art Platform: ideal for teaching students with digital art interests; bridging technical competencies between Art CP, Art ME, Media and Visual Communication Design

NGV National Gallery of Victoria | https://www.ngv.vic.gov.au/learn-program/vce-art-creative-practice/

NGV runs programs to support learning, especially to the VCE study designs. Workshops, seminar, webinars and online resources can be found to engage the collaborative unit.

(Source: Tate, P 2024)

As you research, consider the artworks that you have selected. You will begin to form opinions about them and the meanings they hold. You need to use evidence to support and justify these viewpoints and opinions.

Evidence may be in the form of:

visual cues or details within the subject matter, technique, style
wider research about your artist, time, cultural context, including political situation, social environment, etc

The Cultural lens

used to identify the influence on an artwork of the context of time, place and the society in which it was made.

The Cultural Lens informs the analysis and interpretation of an artwork through the investigation of social, historical and cultural influences and representations. This includes the influence of the time and place in which the artwork is made, presented or viewed, as well as the social, historical, political, philosophical and economic influences on the practices of the artist, and how these are reflected in the artwork. Other considerations include the purpose of the artwork, and the ethnicity, gender, ethics and spiritual or secular beliefs of the artist and the viewer or audience, and how these factors influence the artwork itself and the interpretation of it. Students explore how these factors contribute to the communication of meaning and the engagement of the viewer or audience. They also consider the context in which artists work and in which artworks are presented or viewed.

Through Responding: Students consider the regional, national, international, social and cultural identity of artists and viewers or audiences, including Aboriginal and Torres Strait Islander peoples and artists. They consider the context in which artists work and in which artworks are presented and viewed, as well as the ways artists use their artworks as a vehicle to invite change and provoke conversation.

Through Making: Students explore cultural values, historical or contemporary events, social issues, attitudes and beliefs that impact on them and others, and determine the origins of social and cultural meanings communicated in artworks. They also consider the context in which their artworks are made and in which they will be presented or viewed. In creating their own artworks, students should be aware of the cultural protocols associated with making artworks based on the practices of artists from other cultures.

Students must consider the following questions:

• How do the social, political, cultural, artistic and/or religious contexts of the artwork contribute to its meaning? How have historical or contemporary events shaped the intention of the artist or our understanding of the artwork’s meaning?

• How do values, beliefs and attitudes reflect the social context of the time the artwork was produced? How do these values, beliefs and attitudes compare to the values of today?

• How does the cultural background of the viewer influence the interpretation of an artwork? How does the placement or location of artworks affect their interpretation?

• What are the symbols or metaphors explored or utilised in the artwork that contribute to the meanings and messages?

• How was the artwork reviewed or critiqued during the time in which it was made? Was the work considered challenging or innovative?